청소년들의 자기주도학습, 관계성, 자아개념 및 학업성취 간의 관계

안도희; 김유리

서지반출

국문초록

본 연구는 초 중 고등학생을 대상으로 그들의 자기주도학습과 관계성(교사-학생관계 및 또래관 계), 자아개념, 학업성취가 어떠한 관계를 가지며, 학교급에 따라 이들 변인들이 차이가 있는지를 규명 하고자 하였다. 연구 결과, 자기주도학습은 관계성(교사-학생관계 및 또래관계), 자아개념과 학업성취 변인과 정적 상관을 가지며, 관계성(교사-학생관계 및 또래관계)은 자아개념과 학업성취 변인과 정적 상관을 가지는 것으로 나타났다. 학교급에 따른 변인들 간의 차이를 규명한 결과, 초등학생이 중 고등 학생보다 자기주도학습, 관계성(교사-학생관계 및 또래관계), 자아개념이 높은 것으로 나타났다. 마지 막으로, 자기주도학습은 학업성취에 정적으로 직접적인 영향을 주는 것으로 나타났으며, 관계성 중 교 사-학생관계는 자기주도학습, 자아개념과 학업성취에 정적으로 직접적인 영향을 미치는 것으로 나타났 다. 또한, 교사-학생관계는 자기주도학습 또는 자아개념을 거쳐 학업성취에 정적으로 간접적인 영향을 미치는 것으로 나타났다. 따라서, 학생들의 학업성취를 증진시키기 위해서는 학생들로 하여금 자기주 도학습 능력 및 관계성(교사-학생관계 및 또래관계) 향상에 노력을 기울이도록 할 필요가 있다.

영문초록

This study was to examine the causal relationships between relatedness(i.e., teacher-student relationship, and peer relationship), self-concept, self-directed learning, and academic achievement. The participants were 14,846(i.e., 5,059 elementary, 4,544 middle, and 5,243 high) students in Grades 4, 7, and 10 from 108 elementary, 74 junior-high, and 83 high schools in Seoul, Korea. The structural equation model for the total sample supported that teacher-student relationship had direct effects on self-concept, self-directed learning, and academic achievement. Also, peer relationship had direct effects on self-concept and self-directed learning, whereas self-concept had direct effects on self-directed learning and academic achievement. Moreover, there were differences on relatedness(i.e., teacher-student relationship, and peer relationship), and self-concept among school levels. Results are discussed in terms of their implication for mediating role of competence in school settings.

키워드

자기주도학습 교사-학생관계 또래관계 자아개념 학업성취 Self directed learning Relatedness teacher student relationship and peer relationship Self concept Academic achievement

참고문헌 (49건)

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